THE IMPORTANCE OF ACTION VERBS
Action verbs result in overt behavior that can be observed and measured. Sample action verbs are:
o Analyze, apply, argue, arrange, assemble, assess, calculate, categorize, choose, classify, compare, compile, compute,
create, criticize, critique, defend, define, demonstrate, describe, design, develop, differentiate, discuss, distinguish, estimate,
examine, explain, formulate, identify, illustrate, indicate, interpret, label, list, locate, manage, memorize, order, operate,
organize, plan, practice, predict, prepare, propose, question, rate, recognize, repeat, report, reproduce, review, revise,
schedule, select, solve, state, translate, use, utilize, write
Certain verbs are unclear and call for covert, internal behavior which cannot be observed or measured. These types of verbs should
be avoided:
o appreciate, become aware of, become familiar with, know, learn, understand
Examples – TOO general and VERY HARD to measure…
1. …will appreciate the benefits of exercise.
2. …will be able to access resources at the University of Rhode Island.
3. …will develop problem-solving skills and conflict resolution.
4. …will be able to have more confidence in their abilities.
Examples – Still general and HARD to measure…
1. …will value exercise as a stress reduction tool.
2. …will be able to develop and apply effective problem solving skills that would enable one to adequately
navigate through the proper resources within the university.
3. …will demonstrate ability to resolve personal conflicts and assist others in resolving conflicts.
4. …will demonstrate critical thinking skills, such as problem solving as it relates to social issues.
Examples – Specific and relatively EASY to measure…
1. …will be able to explain how exercise affects stress.
2. …will be able to identify the most appropriate resource that is pertinent to their university concern.
3. …will be able to assist roommates in resolving conflicts by helping them negotiate agreements.
4. …will demonstrate the ability to analyze and respond to arguments about racial discrimination.
HOW DO I FIX A STUDENT LEARNING OUTCOME?
• Shortcomings can typically be seen by asking two simple questions,
“CAN IT BE MEASURED?” and “IS LEARNING BEING DEMONSTRATED?”
Take a look at the following examples:
o Participants will understand the nine reasons for conducting a needs assessment.
• Learning is demonstrated, but this SLO will be difficult to measure.
o Student will arrive on time daily.
• This can be easily measured, but learning is not necessarily being demonstrated.
We see readily that these learning outcomes have shortcomings.
We can rewrite these to make the learning outcomes measurable and demonstrative of learning:
o Participants will be able to list nine reasons for conducting a needs assessment.
o Student will be able to articulate the necessity of maintaining office hours as publicized.
Both of these SLOs answer the two questions. They are measurable and demonstrate that the student has learned!
Personal goals are not necessarily learning outcomes…
Personal goal: …able to participate in physical activities at least 3 days per week.
Learning outcome: …able to establish a personal exercise program consistent with professional guidelines.
Personal goal: …able to receive a satisfactory mark on a difficult writing assignment.
Learning outcome: …able to apply APA format to papers and assignments.
Expectations are not necessarily learning outcomes…
Expectation: …will dress appropriately.
Learning Outcome: …will be able to describe the significance of a professional appearance at work.
Expectation: …will turn in assignments by scheduled due date.
Learning Outcome: …will be able to explain the importance of meeting professional deadlines.